Translating Non-Canonised Texts from a Minority Culture into a Hegemonic Culture: A Case Study in Catalonia

Autor/in	Borrell Carreras, Helena
Titel	Translating Non-Canonised Texts from a Minority Culture into a Hegemonic Culture: A Case Study in Catalonia
Quelle	In: Journal of Multilingual and Multicultural Development, 39 (2018) 8, S.740-751 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Borrell Carreras, Helena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2018.1441853
Schlagwörter	Translation; Spanish; Romance Languages; Cultural Traits; Language Minorities; Power Structure; Language Attitudes; Foreign Countries; Sociocultural Patterns; Case Studies; Spain + Suchen Sie Ihr Suchwort? Spanisch; Romanische Sprache; Sprachminderheit; Sprachverhalten; Ausland; Soziokulturelle Theorie; Case study; Fallstudie; Case Study; Spanien
Abstract	This paper explores the translation of non-canonised literature from a minority culture (Catalan) into a hegemonic culture (Spanish). In particular, it focuses on the ideological and sociocultural factors which lead the translator to purge the translation of idiosyncratic elements pertaining to the source culture. The aim is to show that the omission of such identifying features not only causes a loss of source culture elements in the target text, but it also legitimates the hegemonic role of the dominant culture. To demonstrate this I will show how specific features from the original are concealed in the target text -- in the translators' deliberate act of making the source culture invisible -- so that the translation can be published in the Spanish market. The concepts of hegemony, power, and consent, borrowed from cultural studies, form the theoretical grounds underpinning this study, which also vindicates the relevance of this discipline to understand how translation operates in the asymmetric exchange between Catalan and Spanish cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01